Examining Teachers' Learning through a Project-Based Learning Lesson Study: A Case Study in China

Autor/inn/en	Qi, Chunxia; Lai, Mun Yee; Liu, Lizhe; Zuo, Siyu; Liang, Haili; Li, Ruisi
Titel	Examining Teachers' Learning through a Project-Based Learning Lesson Study: A Case Study in China
Quelle	In: International Journal for Lesson and Learning Studies, 12 (2023) 1, S.106-119 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qi, Chunxia) ORCID (Lai, Mun Yee) ORCID (Liu, Lizhe) ORCID (Zuo, Siyu) ORCID (Liang, Haili) ORCID (Li, Ruisi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-8253
DOI	10.1108/IJLLS-09-2022-0127
Schlagwörter	Student Projects; Active Learning; College Faculty; Faculty Development; Lesson Plans; Pedagogical Content Knowledge; Teacher Attitudes; Educational Assessment; Authentic Learning + Suchen Sie Ihr Suchwort? Schulprojekt; Aktives Lernen; Fakultät; Lesson planning; Unterrichtsplanung; Pädagogische Kompetenz; Lehrerverhalten; Education; assessment; Bewertungssystem
Abstract	Purpose: This study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study. Design/methodology/approach: In this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative research method, this study employed a locally integrating networking strategy to combine the modified Interconnected Model of Teacher Professional Growth (IMTPG) and Bannister's framework to describe the teachers' knowledge change when participating in a lesson study on project-based learning. Findings: The research revealed that the school teachers' knowledge about authenticity and assessment in the context of project-based learning was changed after the lesson study and how the changes were triggered. Originality/value: The study demonstrates how the networking of two different theories--modified IMTPG and Bannister's framework--contributes to a better understanding of the process of teachers' collective practice, as well as the knowledge change in PjBL. This networking was done by combining the two theories, which were superimposed at the domain of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01